Supporting Educators and Students: Implementing Instructional Coaching in Mathematics
Improving K-5 student math outcomes is critical because of the impact of the pandemic on student math growth. Elementary educators play a critical role in improving student outcomes and benefit from support through instructional coaching to improve knowledge and practice that can lead to increased student achievement (Kraft et al., 2018). State and regional educational agencies and districts have key roles in system wide efforts to develop, implement and scale instructional coaching. The Alabama State Department of Education is engaged in strategic development and scaling up of K-5 math coaching across the state, particularly for the lowest performing schools. This session highlights the creation of that system of support for district and school leaders as they implement effective coaching initiatives, with examples from work in districts in Alabama. Participants will engage in interactive discussions of opportunities and challenges to develop, support and scale effective coaching.
Sarah Hughes is the lead for the Region 7 Comprehensive Center’s Alabama Improving K-5 Evidence-Based Practices in Math project. She has supported the Alabama State Department of Education’s math team to establish a framework for using data to inform instruction at the school level.
Dr. Jetty supports the Alabama State Department of Education and the Alabama Math, Science, and Technology Initiative collaboration project Improving K-5 Evidence-Based Practices in Math in Alabama, including three years of support on development of their coaching initiative.
Nickey Johnson, data specialist with the Alabama Math, Science, and Technology Initiative within the Alabama State Department of Education, works to collect, organize, and analyze data to improve student learning. She is project lead for the collaborative project with the Region 7 Comprehensive Center, Improving K-5 Evidence-Based Practices (EBPs) in Math in Alabama.
Lori Vandeborne has worked in education from the preschool to high school levels as an elementary and special education teacher, grades PK–12 building administrator, instructional coach, educational consultant, and career technology drop-out recovery and prevention school director. Ms. Vandeborne gained a regional perspective while coaching cohorts of superintendents and their leadership teams to develop and implement district mission, vision, and belief systems. Throughout her years of practice, she has led and participated on teams who have written, designed, and implemented grants and strategic plans in the areas of compliance practices with laws and rules, math and reading literacy, culture improvement, technology integration, personalized instruction, problem based learning, instructional strategy evaluations, workforce development, leadership development, response to intervention, parent involvement, college and career pathways, as well as the community development of a portrait of a graduate. Ms. Vandeborne’s wide range of experience provides her with a comprehensive understanding of academic content, learning progressions, district and building level culture, and instructional and leadership improvement best practices.